This paper discusses the increasing use of computers and multimedia since 1989 in the foreign language classroom in the Czech Republic. Three categories of questions are discussed: (1) questions about computer use in classrooms that were common in Germany 10 years ago; (2) questions about computer use in relation to new foreign language acquisition theories and more traditional foreign language instruction; and (3) issues about computer use unique to the economic conditions in the Czech Republic. Drawing upon widely-accepted cognitive theories of language acquisition, the paper recommends the use of computers in the foreign language classroom in combination with learning strategies to enhance and supplement input available to students and their subsequent processing of that input. (AP)